Статья посвящена роли психологической культуры учителя в поддержке реализации ФГОС основного общего образования . Авторы выделяют за-дачу формирования личностных образовательных результатов учащихся как требующую наиболее высокого уровня психологической культуры . При помощи анкеты, направленной на исследование потребностей учителей в повышении психологической компетентности, обследовано 69 педагогов, на основе полученных данных выделены приоритетные направления по-вышения психологической культуры учителей . Проанализирована связь профессионально важных качеств педагогов (коммуникативных и органи-заторских склонностей) и их представлений о возможности формирования личностных образовательных результатов учащихся . Показаны возмож-ности формирования психологической культуры педагогов как системы средств, открывающих возможности выполнять требования современных образовательных стандартов, в том числе решать задачи формирования личностных образовательных результатов школьников .Ключевые слова: психологическая культура, учитель, образовательные стандарты, профессионально важные качества, профессиональная компе-тентность .* Дубровина Ирина Владимировна, доктор психологических наук, профессор, академик РАО, главный научный сотрудник ФГБНУ «Психологический институт Российской академии образования», Москва,
This paper focuses on the formation of professionally important personality traits in graduate students of psychological and pedagogical master degree programmes. We analyze the development of personal and professional identity, empathy and communicative characteristics. The study involved 60 graduate students. To test the hypothesis of the contradictory developmental dynamics of personal and professional identity and communicative characteristics (empathy and communication skills) we used L.B.Schneider’s techniques for studying professional (MIPI) and personal identity (MILI), the questionnaire measure of emotional empathy by A.Mehrabian and N.Epstein, and the social skills test by L. Michelson. The study revealed the predominance of diffuse and pseudo-positive personal identity statuses among the graduate students as well as the complex dynamics of professional identity statuses. Also, the obtained data points to an increase in the expression of the competent communication style and high levels of empathy. We outline some perspectives for further research on the development of professionally important personal qualities and psychological and educational support of students during their graduate year.
Background. A challenge is considered a “wake-up call” for family resilience, requiring a proper response (willingness to evaluate, understand an event and its signals, and also give an adequate response). Family resilience is defined as an adequate response to challenges, that is, the ability to cope with them based on the cultural-historical context and family resources, such as clear and open family communication and connectedness, the use of social resources, a broad system of values and senses, the ability to derive meaning from adversity, acceptance, and flexibility. Objective. This article reports on a study which aimed to analyze components of the resilience of Russian families in response to life circumstances that have become challenges for them. Design. The study was conducted from March 20 to May 7, 2022. Participants took an online survey on Yandex-forms; the link to the survey was distributed through social networks on public pages and in private messages. Two hundred seventy-four (274) representatives of Russian families responded, including 234 women and 40 men (14.6%) ranging from age 17 to 65 (cf. 34.1+12.5). After removing the data of 15 participants who did not report a negative event in their families, the final sample consisted of 259 people. Results. Challenges for modern Russian families can be categorized as loss challenges, relationship challenges, global challenges, challenges of illness, and challenges of financial well-being. The challenges of loss stimulate flexibility of response, acceptance, and overcoming suffering through mutual understanding. Global challenges and the challenges of illness awaken family spirituality. The ability to discuss problems together and share decision making becomes a resource to meet the challenge of families’ financial well-being. Confidence in solving problems and a positive outlook become resources to face relationship challenges. The intensity of events is a signal for a family to evoke communication and connectedness, acceptance, and flexibility, as well as family resilience as a whole. Conclusion. There is a connection between the difficulties that respondents regard as challenges and the characteristics of their family resilience; the most adequate response to challenges is to increase family resilience.
The study presents a model of the clinical and psychological picture of our contemporaries' experience of tragic events related to the COVID-19 pandemic. It is shown that the deformation of everyday life under the influence of threatening circumstances sharpened the features of the clinical and psychological picture of everyday life of our contemporaries. As the most significant features, the authors note experiences of the type of traumatic stress (fear of losing a job, experience of limited movement, concern about the problems of the near and distant future, in connection with the transition to remote work, fear of the lack of clear prospects for the future), as well as experiences that create a risk of reducing social interest (a decrease in the level of direct interpersonal contacts, boredom due to a decrease in social and intellectual activity, feelings of helplessness and impotence, fear of loss of autonomy and independence). It is shown that the psychological characteristics of modern people, especially young people and adolescents (representatives of Y and Z generations), create obstacles to the application of the experience of coping with the difficulties of previous generations due to the widespread postmodern worldview with its characteristic features. The tendency of modern existential psychotherapy and positive psychology to accept suffering as an experience necessary for personal growth is shown. As a metaphor for the spiritual life of a contemporary and the inability to help people in need of help, the authors cite the images of the film "Mirror for the Hero" (1987) because of their special relevance in our time. The directions of psychological assistance that allows to release the resources of coping with the situation are revealed. The prospects of studying the clinical and psychological picture of the mental life of people during the COVID-19 pandemic are considered.
Utilizing both perspectives from modern positive psychology and common, conventional theories, this article examines how graduates of high schools and colleges choose individual educational routes (IER). The significance of the issue of choosing IERs is discussed; additionally, the current state of research in this area is described. Methodological difficulties were revealed in the study of the choice of IERs by graduates of high schools and colleges and in the practice of psychological and pedagogical support for choice. Major contradictions and unresolved problems were identified in the theory and practice of psychological and pedagogical support for graduates of high schools and colleges in choosing their IERs. The most important data and findings on the choice of IERs made by modern high school and college students are presented, contradictions in the available data are revealed, and the specific features in disabled students’ choosing IERs are described. In addition, an analysis of the main approaches to studies of students’ choice of IERs (sociological, subjective and based on positive psychology) was conducted. Furthermore, the importance of positive psychology for solving existing problems in research and in the practice of psychological and pedagogical support for graduates of high schools and colleges in choosing IERs was described. The article provides a brief overview of recent positive psychology research on the choice of educational routes, and outlines the prospects for its application in solving urgent research and practical problems related to psychological and pedagogical support for students’ choice of IERs.
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